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A Model for Analysing Digital Mathematics Teaching Material from a Social Semiotic Perspective Cover

A Model for Analysing Digital Mathematics Teaching Material from a Social Semiotic Perspective

Designs for Learning
Volume 13 (2021): Issue 1
By:  and    
Open Access
|Apr 2021
Figures & tables

Figures & Tables

Figure 1

Analytical layers.

Figure 2

Base layer.

Table 1

Relational layer.

Analytical focusTextual focusTextual features
Relation between reader and central aspects in the textActs of communicationClaims

  • – a claim is given as a general truth/fact/statement

Questions

  • – requests of information

Offers

  • – opens up for the reader to use/jevaluate/interact with the central aspect, e.g. automatic correction of an answer

Prompts

  • – requests to create/do/come up with something

Coding orientationNaturalistic

  • – natural language with references to an everyday context/people/real objects or places

  • – absence of mathematical notation

  • – images depict real situations/colours/shadows/details or perspective

Technical

  • – natural language contains subject specific terms, limited real-life context

  • – mathematical notation

  • – images are stylized or decontextualized

Table 2

Process layer.

Operational processRelational process
Indicates thataMath is constructed by doingMath is a system of relationships between objects
Natural languagebDescribes how something is done, or how something happens.
Process verbs such as

  • – increased

  • – become

  • – changed

Describes how something is, or properties something has.
Relational verbs such as

  • – is

  • – has

  • – exists

  • – is called

  • – consists of

  • – forms

lmagescNarrative -temporal order

  • – before/after

  • – direction

  • – arrows/vectors

  • – shading

Conceptual -tree structures -taxonomy

  • – hierarchal order

  • – analytical processes

  • – part-whole relations

Mathematical notationexpressing a process: 3 + 8 =_expressing a relation: 3x = 15

[i] a E.g., see Morgan, 1998.

b E.g., see Holmberg & Karlsson, 2006.

c E.g., see Alshwaikh, 2011.

Table 3

Logical layer.

Analytical focusText focusTextual features
Logic in the textExpansionLogical

  • – the information in the second of two instances of a central aspect gives a reason for, a condition or a comparison

Additional

  • – an instance of a central aspect introduces new information

Extension

  • – more information about the same thing e.g. comments/examples/reformulations, often another semiotic resource.

Figure 3

Schematic image presenting content in theory as ‘static page’ and as ‘film’.

DOI: https://doi.org/10.16993/dfl.167 | Journal eISSN: 2001-7480
Journal RSS Feed
Language: English
Page range: 1 - 7
Submitted on: Sep 15, 2020
Accepted on: Feb 25, 2021
Published on: Apr 6, 2021
Published by: Stockholm University Press
In partnership with: Paradigm Publishing Services
Keywords:
dynamic,
offered meaning,
distance learning,
semiotic resources,
film

© 2021 Ida Bergvall, Anneli Dyrvold, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 13 (2021): Issue 1
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